Pie and bar charts
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Material on pie and bar charts for a pilot project to assist higher education tutors who are faced with demands, across all 4 nations of the UK, to improve the numeracy skills of all those studying in order to work with children and young people.
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Learning resource on pie and bar charts created as part of a pilot project to assist higher education tutors who are faced with demands, across all 4 nations of the UK, to improve the numeracy skills of all those studying in order to work with children and young people.
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STAT 225 Final ExaminationSummer 2015 OL1US1Page 1 of 10STAT .docx
STAT 225 Final ExaminationSummer 2015 OL1/US1Page 1 of 10
STAT 225 Introduction to Statistical Methods for the Behavioral Science
Final Examination: Summer 2015 OL1 / US1Name______________________________
Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
Answer all 25 questions. Make sure your answers are as complete as possible. Show all of your work and reasoning. In particular, when there are calculations involved, you must show how you come up with your answers with critical work and/or necessary tables. Answers that come straight from programs or software packages will not be accepted. If you need to use software (for example, Excel) and /or online or hand-held calculators to aid in your calculation, please cite the source and explain how you get the results.
When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
Please sign (or type) your name below the following honor statement:
I promise that I did not discuss any aspect of this exam with anyone other than my instructor. I further promise that I neither gave nor received any unauthorized assistance on this exam, and that the work presented herein is entirely my own.
Name _____________________Date___________________
Record your answers and work.
Problem Number
Solution
1
(25 pts)
Answers:
(a)
(b)
(c)
(d)
(e)
Work for (a), (b), (c), (d) and (e):
2
(5 pts)
Answer:
Study Time (in hours)
Frequency
Relative Frequency
0.0 – 4.9
5
5.0 - 9.9
13
10.0 - 14.9
0.22
15.0 -19.9
42
20.0 – 24.9
Total
100
Work:
3
(5 pts)
Answer:
Work:
4
(5 pts)
Answer:
Work:
5
(5 pts)
Answer:
Work:
6
(5 pts)
Answer:
Work:
7
(10 pts)
Answer:
Work:
8
(5 pts)
Answer:
Work:
9
(5 pts)
Answer:
Work:
10
(5 pts)
Answer:
Work:
11
(5 pts)
Answer:
Work:
12
(10 pts)
Answer:
Work:
13
(10 pts)
Answer:
Work:
14
(5 pts)
Answer:
Work:
15
(15 pts)
Answer:
(a)
x
P(x)
0
1
2
3
(b) mean = __________ , and standard deviation = _____________
Work for (a) and (b):
16
(20 pts)
Answer:
(a)
(b)
(c)
Work for (a), (b) and (c) :
17
(10 pts)
Answer:
Work:
18
(5 pts)
Answer:
Work:
19
(5 pts)
Answer:
Work:
20
(10 pts)
Answer:
Work:
21
(15 pt.
QUARTILE AND DECILE OF GROUPED DATA
The steps in computing the median are similar to that of Q1 and Q3
. In finding the median,
we need first to determine the median class. The Q1 class is the class interval where
the 𝑁
4
th score is contained, while the class interval that contains the 3𝑁
4
𝑡ℎ
score is the Q3 class.
Formula :𝑄𝑘 = LB +
𝑘𝑁
4
−𝑐𝑓𝑏
𝑓𝑄𝑘
𝑖
LB = lower boundary of the of the 𝑄𝑘 class
N = total frequency
𝑐𝑓𝑏= cumulative frequency of the class before the 𝑄𝑘 class
𝑓𝑄𝑘
= frequency of the 𝑄𝑘 class
i = size of the class interval
k = the value of quartile being asked
The interquartile range describes the middle 50% of values when
ordered from lowest to highest. To find the interquartile range (IQR),
first find the median (middle value) of the upper and the lower half of
the data. These values are Q1 and Q3
. The IQR is the difference
between Q3 and Q1
.
Interquartile Range (IQR) = Q3 – Q1
The quartile deviation or semi-interquartile range is one-half the
difference between the third and the first quartile.
Quartile Deviation (QD) =
𝑄3−𝑄1
2
The formula in finding the kth decile of a distribution is
𝐷𝑘 = 𝑙𝑏𝑑𝑘 +
(
𝑘
10)𝑁 − 𝑐𝑓
𝑓𝐷𝑘
𝑖
𝐿𝐵𝑑𝑘 − 𝐿𝑜𝑤𝑒𝑟 𝐵𝑜𝑢𝑛𝑑𝑎𝑟𝑦 𝑜𝑓 𝑡ℎ𝑒 𝑘𝑡ℎ 𝑑𝑒𝑐𝑖𝑙𝑒
𝑁 − 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑖𝑒𝑠
𝑐𝑓 − 𝑐𝑢𝑚𝑚𝑢𝑙𝑎𝑡𝑖𝑣𝑒 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑏𝑒𝑓𝑜𝑟𝑒 𝑡ℎ𝑒 𝑘𝑡ℎ 𝑑𝑒𝑐𝑖𝑙𝑒
𝐹𝑑𝑘 − 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑜𝑓 𝑡ℎ𝑒 𝑘𝑡ℎ 𝑑𝑒𝑐𝑖𝑙𝑒
𝑖 − 𝑐𝑙𝑎𝑠𝑠 𝑠𝑖𝑧𝑒
"Yeah But How Do I Translate That to a Percentage?" -- STA Convention 2022.pdf
The document discusses standards-based assessment and answers common questions about the transition from traditional grading to standards-based assessment. Some key points include:
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It’s a rapidly changing world, and one that will impact our children’s future. What career prospects will there be for them? Will they be prepared for success? Most lucrative careers require a background in mathematics and if students leave elementary school without a positive growth-mindset and a firm foundation built for algebra, the doors for access into STEM careers may be in jeopardy. How do we keep the doors open for them?
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Connect with Maths ~Maths leadership series- Session 3- the right knowledge
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Connect with Maths ~ supporting the teaching of mathematics ONLINE
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Statistics, data presentation, frequency distribution, histogram, frequency polygon, frequency curve.
Disclaimer: Some parts of the presentation are obtained from various sources. Credit to the rightful owners.
2011 presentation powerpoint
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STAT 200 Final ExaminationFall 2016 OL1US1Page 9 of 9STAT 200.docx
STAT 200 Final ExaminationFall 2016 OL1/US1Page 9 of 9
STAT 200 Introduction to Statistics Name______________________________
Final Examination: Fall 2016 OL1/US1 Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
Answer all 20 questions. Make sure your answers are as complete as possible. Show all of your work and reasoning. In particular, when there are calculations involved, you must show how you come up with your answers with critical work and/or necessary tables. Answers that come straight from calculators, programs or software packages without explanation will not be accepted. If you need to use technology to aid in your calculation, you have to cite the source and explain how you get the results. For example, state the Excel function along with the required parameters when using Excel; describe the detailed steps when using a hand-held calculator; or provide the URL and detailed steps when using an online calculator, and so on.
Show all supporting work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. It is a violation of the UMUC Academic Dishonesty and Plagiarism policy to use unauthorized materials or work from others. Your exam will receive a zero grade unless you complete the following honor statement.
Please sign (or type) your name below the following honor statement:
I understand that it is a violation of the UMUC Academic Dishonesty and Plagiarism policy to use unauthorized materials or work from others. I promise that I did not discuss any aspect of this exam with anyone other than my instructor. I further promise that I neither gave nor received any unauthorized assistance on this exam, and that the work presented herein is entirely my own.
Name _____________________Date___________________
Record your answers and work.
Problem Number
Solution
1
Answer:
(a)
(b)
(c)
(d)
(e)
Justification:
2
Answer:
(a)
(b)
(c)
Justification:
3
Answer:
(a)
(b)
Justification:
4
Answer:
(a)
IQ Scores
Frequency
Relative Frequency
50 - 69
23
70 - 89
249
90 -109
0.450
110 - 129
130 - 149
25
Total
1000
(b)
(c)
Work for (a) and (b):
5
Answer:
(a)
(b)
(c)
Justification:
6
Answer:
(a)
(b)
Work for (a) and (b):
7
Answer:
(a)
(b)
Work for (b):
8
Answer:
(.
(7) Lesson 10.1
Okay, let's break this down step-by-step:
* We are given that 16 students in the class chose math as their favorite subject
* The total number of students in the class is not stated, but we can call it N
* P(math) means the probability of choosing math as the favorite subject
* Probability is defined as the number of favorable outcomes divided by the total number of possible outcomes
* The number of favorable outcomes is 16 (the students who chose math)
* The total number of possible outcomes is N (the total number of students)
* So the probability is:
P(math) = Favorable outcomes / Total outcomes
= 16 / N
Since we don't
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